History
Our aims for history at St Gabriel’s Catholic Primary School:
- To reflect the St Gabriel’s Mission Statement.
- To inspire the children to have a curiosity and understanding of events, places, and people throughout history.
- To learn about the major events in the history of our country and of the world using investigative, analytical and communication skills. Additionally, children will learn how these events may have influenced one another,
- To develop a chronological knowledge within which the children can organise their understanding of the past.
- To understand how the past was different from the present and that people of other times and places may have had different values and attitudes from ours.
- To develop an understanding of the history of our local area and how life may be different now.
History – Intent, Implementation and Impact
Intent
At St Gabriel’s Catholic Primary School, our intent is to provide a knowledge-rich, ambitious and engaging history curriculum that enables all pupils to develop a secure understanding of the past and its significance in shaping the world in which they live today.
Our curriculum is designed to develop pupils’ historical knowledge, skills and understanding, while nurturing curiosity and encouraging children to ask thoughtful questions about the past. Pupils explore a range of historical periods, people, events and societies and are encouraged to make meaningful connections within and across their learning. Through this, children develop an increasingly secure sense of chronology and an understanding of concepts such as change and continuity, cause and consequence, similarity and difference, and historical significance.
We aim to develop young historians who can investigate the past using a range of primary and secondary sources, consider the reliability and usefulness of evidence, and understand that the past can be represented and interpreted in different ways.
Our history curriculum is carefully planned to meet the requirements of the National Curriculum, ensuring clear progression in knowledge, vocabulary and historical enquiry from EYFS through to Year 6. Learning builds upon pupils’ prior knowledge so that children know more, remember more and are increasingly able to make connections between different periods of history.
We recognise the important role history plays in developing pupils’ cultural capital. Where appropriate, learning is enriched through educational visits, visitors, artefacts, high-quality texts and other experiences which bring history to life and broaden pupils’ understanding of Britain and the wider world.
Through our history curriculum, we aim to develop engaged, knowledgeable and curious learners who appreciate the complexity of the past and can reflect upon its relevance to their own lives and the world around them.
Implementation
History is taught as a distinct subject through carefully sequenced units of learning. Curriculum planning ensures that knowledge, historical concepts, enquiry skills and subject-specific vocabulary are progressively developed as pupils move through the school.
Teachers regularly revisit prior learning to help pupils retrieve key knowledge and make connections between previous and new learning. New knowledge is explicitly taught and modelled, with opportunities for children to apply their understanding through discussion, questioning, historical enquiry and a range of purposeful activities.
Chronology is developed progressively, enabling pupils to place people, events and periods within an increasingly secure chronological framework. Children are encouraged to make comparisons between periods and identify connections, contrasts and trends over time.
Historical enquiry is embedded throughout the curriculum. Pupils encounter a range of primary and secondary sources, including photographs, artefacts, written accounts, maps, images and historical texts. They are taught to ask questions about evidence, draw conclusions and recognise that historical accounts may differ depending upon the evidence available and how the past has been interpreted.
Teachers explicitly introduce and model historical vocabulary, with opportunities for pupils to revisit and use this terminology accurately when speaking and writing about the past.
Learning is adapted and scaffolded appropriately to ensure that all pupils can access and succeed within the history curriculum, while opportunities for challenge encourage pupils to think more deeply and independently.
Where meaningful, links are made with other curriculum areas to strengthen pupils’ knowledge and understanding without compromising the integrity of history as a subject. Educational visits, visitors, workshops and carefully selected resources further enrich learning and provide memorable experiences that contribute to pupils’ cultural capital.
Impact
The impact of our history curriculum is that pupils develop a secure and increasingly detailed knowledge and understanding of the past, alongside the skills needed to think and work as historians.
As pupils progress through the school, they demonstrate an increasingly secure understanding of chronology, historical concepts and historical enquiry. They are able to recall important knowledge, make connections between periods and explain how and why societies, people and events have changed over time.
Pupils become increasingly confident in using historical evidence, asking relevant questions and recognising that different sources and interpretations can provide different perspectives on the past. They use appropriate historical vocabulary when discussing and communicating their learning.
Teachers assess pupils’ understanding throughout lessons and units through questioning, discussion, retrieval activities and outcomes in pupils’ work. Assessment information is used to identify misconceptions, inform future teaching and ensure that pupils continue to make progress.
The quality and effectiveness of history provision is monitored through a cycle of book scrutinies, learning walks, planning reviews, pupil voice and discussions with staff. Findings from monitoring are used by the History Subject Leader and senior leaders to identify strengths, areas for development and priorities for future curriculum improvement.
Ultimately, we want pupils to enjoy history and see themselves as historians. By the time they leave St Gabriel’s, pupils will have developed a strong foundation of historical knowledge, an understanding of how we know about the past and the curiosity and confidence to continue exploring history beyond primary school.
Catholic Social Teaching through History
At St Gabriel’s Catholic Primary School, Catholic Social Teaching (CST) is meaningfully woven throughout our History curriculum. Through exploring the lives, experiences and actions of people in the past, pupils are encouraged to reflect upon themes of dignity, justice, peace, responsibility and compassion. History provides valuable opportunities for children to consider how the choices and actions of individuals and societies have affected others and how these lessons can help us contribute positively to the world today.
Promoting Peace
The study of history provides opportunities for pupils to explore the causes and consequences of conflict and to understand the importance of peace, reconciliation and being a peacemaker. Children consider the impact of war on individuals, families and communities and reflect upon how peaceful choices can help create a better world.
For example: Year 6 – The World at War.
Human Dignity
Through studying people and societies from different periods, pupils develop an understanding that every person has inherent worth and dignity. Children explore the achievements, experiences and contributions of individuals and groups, while considering how people have been treated throughout history and the importance of respecting the dignity of all.
For example: Year 4 – Invaders and Settlers: Romans.
Stewardship
History enables pupils to explore how people in the past have responded to the needs of others and taken responsibility for improving their communities. Children consider how individuals have used their talents, knowledge and opportunities to serve others and bring about positive change.
For example: Year 2 – Florence Nightingale.
The Common Good
By learning about their own heritage alongside the histories of different peoples and societies, pupils develop an appreciation of different experiences and perspectives. Children consider how decisions and events affected different groups within society and explore the importance of working together for the good of everyone.
For example: Year 3 – Prehistoric Britain.
Option for the Poor and Vulnerable
History provides opportunities to explore the experiences of people whose voices may have been overlooked or whose lives were affected by poverty, inequality and hardship. Through considering these experiences, pupils develop empathy and compassion and are encouraged to recognise our responsibility to support those who are most vulnerable.
For example: Year 2 – The Great Fire of London.
Solidarity
Through studying diverse communities, cultures and civilisations, pupils learn that we are part of one human family. Children explore the experiences of people across different times and places, developing respect for others and recognising the importance of standing alongside those who experience injustice, inequality or hardship.
For example: Year 3 – The Indus Valley.
Creation and Environment
History allows pupils to explore the changing relationship between people and the natural world. Children consider how communities have used, cared for and changed their environments over time, encouraging reflection on our responsibility as stewards of God’s creation and the importance of protecting it for future generations.
For example: Year 2 – Seaside Holidays.
Through these connections, our History curriculum supports pupils in becoming compassionate, reflective and responsible citizens who can learn from the past, recognise injustice and understand their responsibility to contribute to a more peaceful, fair and caring world.
Subject Leader- Mrs Maguire
